• Corpus ID: 17280121

PISA 2000 : Overview of the Study Design , Method and Results

  title={PISA 2000 : Overview of the Study Design , Method and Results},
  author={Stanat Artelt and Baumert and Klieme and Neubrand and Prenzel and Schiefele and Schneider and Sch{\"u}mer and Tillmann and Weiss}
PISA – the Programme for International Student Assessment – is the most comprehensive international assessment of educational outcomes to date. The study was initiated by the Organisation for Economic Cooperation and Development (OECD) as part of its INES programme, which provides the OECD member countries with internationally comparable data about their educational systems. In the context of this programme, PISA aims to examine the outcomes of schools in the participating countries. In Germany… 

Figures and Tables from this paper

Establishing a Comprehensive Large-Scale Data Infrastructure for Educational Research: The Example of the German National Educational Panel Study

An illuminating example of the German National Educational Panel Study (NEPS) is introduced and insight is provided into some of the key processes implemented in preparing and disseminating its rich empirical data to researchers from different disciplines and from all over the world.

Support Systems for Poor Readers: Empirical Data From Six EU Member States

Results indicate that the six support systems for poor readers in six member states of the European Union differed substantially, with effective support systems showing high performance on all variables measured.

Promoting Scientific Literacy Using a Sociocritical and Problem-Oriented Approach to Chemistry Teaching: Concept, Examples, Experiences.

. About 10 years ago the sociocritical and problem-oriented approach to chemistry teaching was suggested using these starting points. In this paper its central assumptions and criteria for

“I am not a guinea pig”: Parental opportunity hoarding and tracking reform in Germany

PISA test data from 2000 to today have shown Germany’s education system is one of the most inequitable within the OECD, with high correlations between student background and achievement outcomes.

Understanding Students With Immigration Backgrounds: A German Case of Students’ Language and Identity in Development

In this article we propose that teaching/learning is a process that involves world knowledge, identity, and future construction of oneself. The goal of this qualitative research paper is to document

Globalization, privatization, marginalization: Mapping and assessing connections and consequences in/through education

This special issue brings together scholars who are working on new aspects of the intersection and implications of globalization, privatization, and marginalization. While globalization’s

Learning with geoinformation in German schools: systematic integration with a GIS competency model

While the application of geoinformation (GI) in German schools is becoming increasingly important, a systematic integration in school curricula, arranged in a cumulative and competence-oriented

Enabling Access to Computers for People with Poor Reading Skills

An analysis of a password based logon procedure and an alternative that can be used by the users without help are reported and general design guidelines for building UIs for people with a low level of literacy are suggested.

The politics of subsystems : agenda management and policy change in education

........................................................................................................................................................ ii Lay Summary



Programme for International Student Assessment (PISA)

The assessment of the science component of the OECD’s PISA project introduced a radically new intention for the assessment of science learning and operationalized this with a novel instrument that

Test motivation in the assessment of student skills: The effects of incentives on motivation and performance

There is widespread concern that assessments which have no direct consequences for students, teachers or schools underestimate student ability, and that the extent of this underestimation increases

Measuring student knowledge and skills : the PISA 2000 assessment of reading, mathematical and scientific literacy

Are students well prepared to meet the challenges of the future? Are they able to analyse, reason and communicate their ideas effectively? Do they have the capacity to continue learning throughout

Identifying national cultures of mathematics education: Analysis of cognitive demands and differential item functioning in TIMSS

Large-scale assessments of student competencies address rather broad constructs and use parsimonious, unidimensional measurement models. Differential item functioning (DIF) in certain subpopulations


Based on recent literature about TIMSS and new results from PISA, the article intends to discuss basic issues of empirical comparative educational research. It is argued that large scale assessments

Predictors of reading literacy

Two reading literacy/text comprehension tests with different demands (on-line comprehension vs. memory-based comprehension) were administered to 6,104 15-year-old students from all German states and

Grundlagen der Ergänzung des internationalen PISA-Mathematik-Tests in der deutschen Zusatzerhebung

Im Mai 2000 wurden in 33 Landern im Auftrag der OECD die Tests der PISA-Studie (PISA=Programme for International Student Assessment) durchgefuhrt; im Herbst 2001 ist ein erster Bericht zu erwarten.

Der PISA-Naturwissenschaftstest: Lassen sich die Aufgabenschwierigkeiten vorhersagen?

Die Ergebnisse der ersten PISA-Runde (Programme for International Student Assessment) im Jahre 2000 haben fur die deutschen Schulerinnen und Schuler hinsichtlich ihrer naturwissenschaftlichen

Computer literacy im Vergleich zwischen Nationen, Schulformen und Geschlechtern

Der kompetente Umgang mit dem Computer hat sich zu einer anerkannten Kulturtechnik entwickelt, die in nahezu allen beruflichen Bereichen stetig an Bedeutung hinzu gewinnt. Entsprechend werden

Eine Überprüfung von Modellen zur Genese akademischer Selbstkonzepte: Ergebnisse aus der PISA-Studie

Zusammenfassung: Durch die PISA-Studie (Programme for International Student Assessment) liegen fur Deutschland national reprasentative Daten fur den Lesebereich und Mathematik vor, die zusammen mit